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Davis, Welch JerMara Camille. "Race & Class: An Intergenerational Study of Privileged African Americans Educated in Predominantly White and Integrated Suburban Schools." Diss., The University of Arizona, 2015. http://hdl.handle.net/10150/556870.
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This dissertation sought to better understand the K-12 school experiences of middle and upper income Blacks educated in predominantly White and integrated suburban school systems. Through the narratives of six (6) participants—four females and two males (split evenly between Generations Y and Z)—the study contributes toward knowledge on African American within-group differences and perspectives on K-12 school experiences. The theoretical frames of social location and trust were used to help guide this investigation. Through social location, I sought to understand the interconnectedness of one's race, class, and gender and how these locations impact school experiences. Through the theoretical frame of trust, I sought to understand "overall" participant confidence in the educational processes (academic and social) they underwent. While findings from this dissertation matched some of what is already well-documented on the K-12 school experiences of Black American students in general, by focusing on within-group differences relevant to class and generational grouping, key variances in experiences (not often reported) were revealed. For example, as the study was intergenerational in scope, there was a clear generational divide among study participants in terms of their views relating to how race impacted their K-12 school experiences. Despite the fact that most felt that their schools were not sensitive to their needs as African Americans, race seemed to be less of a concern with Gen Z'ers than with Gen Y'ers. More specifically, while participants from Generation Y were explicit in stating that race had an impact on their school experiences, Generation Z was hesitant to say that race influenced their experiences. Interestingly, as all participants dealt with racial stereotyping, the biggest perpetrators of such stereotypes were peers and not educators. The influence of socioeconomic class on school experiences was also significant as most participants felt that their economic status influenced their cross-cultural interactions. In addition, while the social location of gender was not heavily emphasized in this dissertation, there were variations in perspectives stratified across gender lines. Taken together, a major conclusion was that one's social location (inclusive of generational grouping) cannot be ignored when taking into account the academic experiences of African American students as a whole. Finally, this dissertation highlighted the overall confidence each participant had in the educational process they experienced (academically and socially). Although all encountered some tough circumstances directly related to their social location, everyone felt positive overall about their school experiences—perceiving the academic training they received and inter-ethnic social interactions, as an asset.
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Al-Shammari, Mohamad Hilal. "Integrated data analytics of germline mutation classes in human cancers : an integrated bioinformatics analysis to investigate associations between germline mutation classes and human cancers." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/6318.
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Biological and environmental factors contribute collectively to the development of human cancers. The primary focus of this research project was to investigate the impact of germline gene mutations, as a significant biological factor, on 29 major primary human cancers. For this I obtained data from multiple databases, including the Genetic Association Database (GAD), Sanger database (COSMIC), HGMD database, OMIM data and PubMed literature. Using the Extraction Transform and Load (ETL) process, 424 genes were obtained with 8,879 cancer mutation records. By integrating these gene mutation records a Human Cancer Map (HCM) was constructed, from which several sub-maps were derived based on particular mutation classes. Furthermore, a Protein-Protein Interaction Map (PPIM) was constructed based on the encoded proteins of the 424 gene set. Several key questions were addressed using the HCM and its sub-maps including the following: (i) Are individual groups of primary cancers associated with specific subset of genes (within the 424 full set)? (ii) Are groups of primary cancers associated with particular mutation classes? (iii) If both questions prove to be true, are groups of cancers associated with particular mutation class of target genes? This project also explored whether a corresponding Protein-Protein Interaction Map, derived from the Missense/Non-sense Mutation portion of the HCM gene set, would provide further information on gene associations between primary cancers in terms of the consequent identical amino acid changes involved. Results showed that: (1) closely-connected human cancers in the HCM exhibited a strong association with a particular mutation class; (2) Missense /Nonsense and Regulatory mutations played a central role in connecting cancers (i.e. via primary nodes) and so significantly influenced the construction of the HCM; (3) Genes with Missense/Nonsense and Regulatory mutations tended to be involved in cancer-associated pathways; (4) Using the kappa test to measure the extent of agreement between two connected primary cancers in the sub-HCMs, BRCA1, BRCA2, PALB2, MSH2, MSH6, MLH1, CDKN2A, and TP53 showed highest agreement for 5 of 10 mutation classes; (5) From the PIPM, it was evident that BRCA1, MSH6, BARD1, TP53, MSH2 and CHEK2 proteins best connected Breast, Ovarian, Prostate and Bowel primary cancers, and so the latter could represent 'driver proteins' for these cancers. In summary, this project has approached the analysis of gene involvement in human primary cancers from the starting position of the mutation class that harbours the specific gene mutation. Together with their downstream resultant alterations in the associated proteins, this analysis can provide insights into the relatedness of primary human cancers and their potential gene hierarchies. These data may therefore help us to understand more fully the etiology, diagnosis and potentially personalized treatments for cancer.
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Al-Shammari, Mohamad H. "Integrated data analytics of germline mutation classes in human cancers. An integrated bioinformatics analysis to investigate associations between germline mutation classes and human cancers." Thesis, University of Bradford, 2013. http://hdl.handle.net/10454/6318.
Full textAbstract:
Biological and environmental factors contribute collectively to the development of human cancers. The primary focus of this research project was to investigate the impact of germline gene mutations, as a significant biological factor, on 29 major primary human cancers. For this I obtained data from multiple databases, including the Genetic Association Database (GAD), Sanger database (COSMIC), HGMD database, OMIM data and PubMed literature. Using the Extraction Transform and Load (ETL) process, 424 genes were obtained with 8,879 cancer mutation records. By integrating these gene mutation records a Human Cancer Map (HCM) was constructed, from which several sub-maps were derived based on particular mutation classes. Furthermore, a Protein-Protein Interaction Map (PPIM) was constructed based on the encoded proteins of the 424 gene set.
Several key questions were addressed using the HCM and its sub-maps including the following: (i) Are individual groups of primary cancers associated with specific subset of genes (within the 424 full set)? (ii) Are groups of primary cancers associated with particular mutation classes? (iii) If both questions prove to be true, are groups of cancers associated with particular mutation class of target genes? This project also explored whether a corresponding Protein-Protein Interaction Map, derived from the Missense/Non-sense Mutation portion of the HCM gene set, would provide further information on gene associations between primary cancers in terms of the consequent identical amino acid changes involved.
Results showed that: (1) closely-connected human cancers in the HCM exhibited a strong association with a particular mutation class; (2) Missense /Nonsense and Regulatory mutations played a central role in connecting cancers (i.e. via primary nodes) and so significantly influenced the construction of the HCM; (3) Genes with Missense/Nonsense and Regulatory mutations tended to be involved in cancer-associated pathways; (4) Using the kappa test to measure the extent of agreement between two connected primary cancers in the sub-HCMs, BRCA1, BRCA2, PALB2, MSH2, MSH6, MLH1, CDKN2A, and TP53 showed highest agreement for 5 of 10 mutation classes; (5) From the PIPM, it was evident that BRCA1, MSH6, BARD1, TP53, MSH2 and CHEK2 proteins best connected Breast, Ovarian, Prostate and Bowel primary cancers, and so the latter could represent ¿driver proteins¿ for these cancers.
In summary, this project has approached the analysis of gene involvement in human primary cancers from the starting position of the mutation class that harbours the specific gene mutation. Together with their downstream resultant alterations in the associated proteins, this analysis can provide insights into the relatedness of primary human cancers and their potential gene hierarchies. These data may therefore help us to understand more fully the etiology, diagnosis and potentially personalized treatments for cancer.
4
SILVESTRI, LORENZO. "Novel classes of bandpass filters in substrate integrated waveguide technology." Doctoral thesis, Università degli studi di Pavia, 2019. http://hdl.handle.net/11571/1245810.
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The evolution of the Internet of Things (IoT), Wireless Sensor Network (WSN) and the emerging market of the fifth generation mobile (5G) is leading the microwave community towards new challenges, created by growing demands for interconnected components. IoT and WSN are groups of autonomous spatially distributed elements (sensors or tags) that communicate between each other for a specific purpose: to track an object or being, measuring their vitals by responding to requests relating to the physical parameters of their surrounding environment. The use of these components spans across many occupational fields and, for both the academic and the industrial fields, they present new and exciting possibilities. In IoT, for example, the wide distribution of “things” requires easily manufactured and disposable elements to be mass produced at a low cost. Furthermore, the deployment of complete wireless systems and sensor nodes requires the implementation of a technology with an efficient scale of integration. In this scenario, the Substrate Integrated Waveguide (SIW) technology could become an important player by being an optimal trade-off between highly efficient yet bulky metallic waveguide components and low cost yet easily embeddable planar components. In addition, from the System-in-Package (SiP), adopted in the design of RF circuits, the System-on-Substrate (SoS) paradigm can be achieved with this technology.
For these reasons, this Doctoral Thesis examines the potentialities of Substrate Integrated Waveguide (SIW) technology applied, in particular, to microwave bandpass filter design. The application of these components scopes across many fields - from base stations to satellite communications. The decision to realize these components based on the SIW technology is expounded with the previous motivations.
The Thesis is organized in 5 Chapters, describing the novel classes of bandpass filters designed and realized during my Ph.D. In particular, Chapter 1 is devoted to a critical Introduction of the SIW technology with a selection of bandpass filters that have inspired this work. Chapter 2 describes the study of a new class of SIW filters based on the periodical perforation of the dielectric substrate: the local effective permittivity, reduced by the perforation of the substrate, creates waveguide sections below cut-off, defining an iris-type like filter design. In order to reduce the size of this structure the Half-mode and Folded Half-mode SIW filters have been designed, realized and measured. Chapter 3 introduces a new class of dual-mode air-filled SIW cavity filters. This structure combines the advantages of an air-filled and a dual-mode structure, namely low loss and size reduction. A theoretical model, based on an equivalent transmission line, relates the filter characteristics to the variation of a few geometrical parameters. From this analysis, doublets, that are building blocks for the design of higher order filters, are deeply investigated. In Chapter 4, a further study, based on the dual-mode air-filled SIW cavity (Chapter 3) is presented. In particular, this topology, in contrast to the previous structure, is realized considering a complementary geometry, obtained by removing the lateral dielectric portions of the substrate – instead of the central portion of the SIW cavity. This new structure gives a degree of freedom related to the possibility to locate the transmission zeros both below or above the pass-band of the filter. A novel class of mushroom shaped resonator SIW filter is described in Chapter 5. With this topology is possible to obtain the maximum number of transmission zeros, equal to the number of resonators, in an in-line configuration, for an improved selectivity. In addition, the overall length, compared to the classical in-line filters with inductive obstacles, is smaller.
In the Conclusions, the results of the work are briefly summarized with an overview of the improvements achieved.<br>The evolution of the Internet of Things (IoT), Wireless Sensor Network (WSN) and the emerging market of the fifth generation mobile (5G) is leading the microwave community towards new challenges, created by growing demands for interconnected components. IoT and WSN are groups of autonomous spatially distributed elements (sensors or tags) that communicate between each other for a specific purpose: to track an object or being, measuring their vitals by responding to requests relating to the physical parameters of their surrounding environment. The use of these components spans across many occupational fields and, for both the academic and the industrial fields, they present new and exciting possibilities. In IoT, for example, the wide distribution of “things” requires easily manufactured and disposable elements to be mass produced at a low cost. Furthermore, the deployment of complete wireless systems and sensor nodes requires the implementation of a technology with an efficient scale of integration. In this scenario, the Substrate Integrated Waveguide (SIW) technology could become an important player by being an optimal trade-off between highly efficient yet bulky metallic waveguide components and low cost yet easily embeddable planar components. In addition, from the System-in-Package (SiP), adopted in the design of RF circuits, the System-on-Substrate (SoS) paradigm can be achieved with this technology.
For these reasons, this Doctoral Thesis examines the potentialities of Substrate Integrated Waveguide (SIW) technology applied, in particular, to microwave bandpass filter design. The application of these components scopes across many fields - from base stations to satellite communications. The decision to realize these components based on the SIW technology is expounded with the previous motivations.
The Thesis is organized in 5 Chapters, describing the novel classes of bandpass filters designed and realized during my Ph.D. In particular, Chapter 1 is devoted to a critical Introduction of the SIW technology with a selection of bandpass filters that have inspired this work. Chapter 2 describes the study of a new class of SIW filters based on the periodical perforation of the dielectric substrate: the local effective permittivity, reduced by the perforation of the substrate, creates waveguide sections below cut-off, defining an iris-type like filter design. In order to reduce the size of this structure the Half-mode and Folded Half-mode SIW filters have been designed, realized and measured. Chapter 3 introduces a new class of dual-mode air-filled SIW cavity filters. This structure combines the advantages of an air-filled and a dual-mode structure, namely low loss and size reduction. A theoretical model, based on an equivalent transmission line, relates the filter characteristics to the variation of a few geometrical parameters. From this analysis, doublets, that are building blocks for the design of higher order filters, are deeply investigated. In Chapter 4, a further study, based on the dual-mode air-filled SIW cavity (Chapter 3) is presented. In particular, this topology, in contrast to the previous structure, is realized considering a complementary geometry, obtained by removing the lateral dielectric portions of the substrate – instead of the central portion of the SIW cavity. This new structure gives a degree of freedom related to the possibility to locate the transmission zeros both below or above the pass-band of the filter. A novel class of mushroom shaped resonator SIW filter is described in Chapter 5. With this topology is possible to obtain the maximum number of transmission zeros, equal to the number of resonators, in an in-line configuration, for an improved selectivity. In addition, the overall length, compared to the classical in-line filters with inductive obstacles, is smaller.
In the Conclusions, the results of the work are briefly summarized with an overview of the improvements achieved.
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Cunanan, Ma-Theresa. "Dividing classes : segregation of ethnic minorities in Hong Kong schools." Thesis, University of East Anglia, 2011. https://ueaeprints.uea.ac.uk/39032/.
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MacDonald, Frederick G. "Utilizing Sunday school classes as ministry C.A.R.E. units." Online full text .pdf document, available to Fuller patrons only, 2002. http://www.tren.com.
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Watson, Deryn Margaret. "Information technology in geography classes : the appearance and reality of change." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340880.
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Wardlow, Michael Thomas. "Essentially Christian in character? : ethos in integrated schools." Thesis, Queen's University Belfast, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.603558.
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Integrated schools are still relatively new within the educational landscape of Northern Ireland, with the oldest school, Lagan College, recently celebrating its 30th anniversary. In the main governing document of the movement, the 1989 Statement of Principles, the Northern Ireland Council for Integrated Education claimed that integrated education was 'essentially Christian in character', and offered a Christian rather than a secular approach to education. Despite the fact that significant research exists exploring the nature of integrated education, there is scant research focusing on what might be termed an 'integrated ethos' and within that context, there is no research exploring the nature of the Christian ethos within integrated schools. In order to explore this under-researched area, the author carried out two case studies, in two integrated primary schools, which considered how teachers, ancillary staff and board members understood the nature of an integrated ethos, with a particular focus on the Christian element of that ethos. Overall, the research findings showed that an integrated ethos was school specific and drawn from a set of core values, including those held in common by the main world faiths. It contained a number of core elements and was inclusive and multi-denominational. Although theoretically stewarded by the board, its development was delegated to the principal, who was the key former and driver of that ethos. It was intentional and impacted on all elements of school life. It was capable of being changed and in turn could change and impact on the school culture. There was no significant difference in how the two schools types understood and practiced their individual ethos. The research suggested a number of areas for further exploration, including the role of boards in stewarding ethos and whether integrated schools should remain 'essentially Christian in character', in an increasingly multi-cultural society.
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Barnes, Eleanor H. "Linking Integrated Services With Schools: a Case Study." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30356.
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In 1989, a large suburban school district and a cluster of public service agencies initiated a pilot program to provide a multi-agency staffing to develop action plans for identified students. The purpose of this study was to describe the process that was involved in the establishment of this school-linked, integrated program. The research questions that guided data collection in this study were: (1) what was the impetus for initiating this interagency innovation and what resources were required? (2) who were the key players, how were they determined, and in what ways did they plan together to establish and implement this school-linked program? (3) in what ways was the initiation of the pilot program supported or impeded? (4) what is the status of the pilot program today? The case study approach, using qualitative methods of data collection, was used in order to answer these questions of process and understanding. Before data collection began, permission was obtained from the study school district to proceed. Interviews were conducted with selected individuals who participated in the planning or implementation of the program. Documents generated at the time of its establishment were also reviewed. Analysis involved the organization of data into coded categories followed by a search for themes and patterns to provide a detailed and rich description of the process. The findings of the study are presented chronologically within two phases, planning and implementation, with themes that emerged discussed within this framework. The results of this study add additional information to the body of research that describes the linking process, from vision to implementation, that occurs when a school district and community agencies work together to address children's needs. Conclusions from the study are presented as well as implications for future endeavors and recommendations for further research.<br>Ed. D.
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Spratt, Brenda Roberts. "A comparative study of children enrolled in combination classes and non-combination classes in Fairfax County, Virginia public schools." Diss., Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/71194.
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This study compares the scholastic achievement of 2,811 students enrolled in Fairfax County, Virginia, Public Schools for the 1983-1984 school year. Scholastic achievement of an experimental group of 1,068 students enrolled in combination or split/grade classes is compared with a control group of 1,743 students enrolled in regular graded classes. Five research questions were developed, three of which related directly to grade level student scholastic achievement by comparing test results for combination and regular grade classes, and two which attempted to identify any significance resulting from differences used by principals to select teachers and students for placement in combination classes.<br>Ed. D.
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Dugger, Harry Neil. "Phasing Out Basic Classes: Patterns of Response to an Administrative Mandate." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc277586/.
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The problem of this study was to determine patterns of response of Texas schools in implementing the Texas Education Agency mandate to phase out below grade level courses. High schools were instructed to phase out these courses, using one of four options outlined by the Texas Education Agency. The study was conducted in two parts with both a telephone survey and a mail survey. The data collected from the telephone survey was used to construct and validate the mail survey instrument. The mail survey was sent to a stratified sample of Texas high schools based on school size, district wealth, and geographical location.
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Rohin, Rohullah. "TeachingEnglishin large classes in Afghanistan : Obstacles in Upper Secondary Schools Rohullah Rohin." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32346.
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Teaching in schools of Afghanistan experience varied challenges. One of them is teaching in large classes. Large Class (LC) is relating to the number of the students per teacher not the size of the classroom. The large classes (overcrowded classes) are discovered in developing countries. Many studies proved that large class has negative impact on teaching and learning. Although, it is difficult for teachers to control and manage LCs and also students are not comfortable in such classes. However, we do not have much information about the impact of large classes in the context of Afghanistan. This study will put light on some aspects of teaching English in LCs in secondary schools of Afghanistan. This study has been done in 10 upper secondary (grade 10-12) schools (5 girls’ schools and 5 boy’s schools) in Afghanistan Kunduz Province. Questionnaires had been distributed to 60 students (30 boys and 30 girls). Also questionnaires were distributed to 30 teachers (17 male and 13 female) to collect teachers’ views on this issue. Moreover, I observed teaching in classes of 10 teachers’ (out of the same 30 teachers), where an observation form was used which was prepared based on literature review. When observing teaching in these classes, it was found that teachers did few perceptions in a good manner, most of them had lesson plan, self-confidence and skills of management but they presented lessons with more problems. Most of the teachers believed that LCs create problems in management and control of class and also, affect the students learning achievement. According to the advantages, teachings in large classes provide the opportunities for teachers to improve organizational and managerial skills (UNESCO, 2006). Most of the teachers in this study did not believe that LC improves their organizational and managerial skills. On the other side, the most common teaching methods were group work and Jigsaw which indicate both of teachers and students perspectives in LCs. In addition, majority of the students of LC expressed that mostly teachers communicate with them by asking questions. The findings of this study show some necessary demands in LCs. Teachers have to improve their pedagogical knowledge and some effective methods such as group work, jigsaw discussion and so on.
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Longmate, Elizabeth. "Analysing the development, management and growth of integrated digital communities." Thesis, University of Birmingham, 2003. http://etheses.bham.ac.uk//id/eprint/700/.
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This thesis is concerned with understanding and describing the nature of 'community' within digital domains. A literature review indicates multiple media use within communities. The increasing range of personal and organisational technologies available suggests digital communities are more than just online communities. As such they require a new method of assessment. The design of digital communities should be based on an understanding of 'community' in digital domains. Previous assessments, often focusing exclusively on the Internet, failed to recognise the ways in which technologies are integrated within communities. A new assessment method should allow the examination of integrated technology effects on communities through an analysis of important community features. To assess digital communities a framework consisting of five headings was developed. The framework allows the effects of technologies to be examined across a range of communities. Taking a convergent methodologies approach five studies were undertaken covering a range of technologies and media integration issues. The results suggest that digital communities are groups of people using technology to support their social interaction needs. Media use within digital communities is heavily integrated and the social needs of community members drive technology use. Designers should provide communities with flexible technology that permits integration and member adaptation.
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Wuyep, Sunday Nankap. "Training teachers for integrated science in Nigerian secondary schools." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10021520/.
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This research examined the teacher training for integrated science in some university departments and colleges in Nigeria with the aim of establishing its characteristics, quality and appropriateness of the training in fitting the trainees to their job. It was decided to focus on all the "players" in the training of teachers; to canvas their views and to investigate their understanding of integrated science as it appears in college and school curriculum. This study specifically sought to determine: (a) the thrust and characteristic features of the teacher training; (b) the relevance of the teacher training programme for integrated science students to their role in schools; (c) the concepts of integration implied and reflected in both the junior secondary school national core curriculum for integrated science and in the curricula for teacher training; further to compare and contrast the views found; (d) the perception and understanding of "integration of science" in schools held by practising integrated science teachers, student teachers and the teacher trainers. The integrated science curriculum in schools; and the curriculum used in the training colleges and the universities were also analysed to compare and contrast the integration models used to structure them. By means of questionnaires and interviews in schools, colleges and universities in Nigeria, data were collected and analysed describing the views, understandings and practices of integrated science teacher trainers, classroom (practising) teachers and the student teachers in selected schools and training institutions in Nigeria. A total of two hundred and sixty four (264) participants responded to the questionnaires. In the light of the research findings, their discussions and implications, the following conclusions and recommendations have been made, that: 1. There is a general low understanding of the meaning and the philosophy for integrated science education among the participants. The term "integrated science" was defined by most participants popularly as the teaching of the sciences of biology, chemistry and physics mixed together. 2. The student teachers, most of whom had weak background in the pre-requisite sciences, saw their training curricula as overloaded and not appropriately matched to the duration of their training and needs. However, students from training institutions that were under the Nigerian Integrated Science Teacher Education Project (NISTEP) were relatively more positive and optimistic about their training. 3. There is a dearth of relevantly trained integrated science practising teachers in schools as well as teacher trainers in the training institutions in Nigeria. 4. The Junior Secondary School curriculum for integrated science revealed a substantial amount of evidence to show that it was designed with relevance to the childhsneeds, environmental conditions in Nigeria and reasonable meaning of integration iii scope and intensity. The NISTEP curriculum appear to be a good model for the training of teachers to implement the JSS curriculum. Those of universities are more or less ambitious. It is recommended that a systematic programme of teacher training for integrated science be mounted to meet the need of the junior secondary schools as well as the teacher training institutions. First, a rigorous orientation and training of the teacher trainers in the meaning, philosophy and the methodology of integrated science education. The Science Teachers Association of Nigeria (STAN) and the National Commission for College of Education (NCCE) can work together to achieve this goal. The NISTEP human and material resources and the STAN Integrated Science Panel can be invaluable vehicles in meeting both the full time and INSET training needs.
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Salmela, Johanna. "Physical Activity Integrated into Teaching in Schools in Finland." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29374.
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Background: Physical activity levels have dropped among children worldwide over the past decade, and physical inactivity has become a global public health problem. The majority of the time of a school day is spent sedentarily; therefore, schools and teachers have a significant role affecting the physical activity levels and sedentary time of children.Aim: The aim of the study was to examine, describe, and discuss primary school teachers' perceptions and experiences of physical activity integrated into teaching in schools in Finland.Methods: Eight Finnish primary school teachers participated in the research. The data was collected by semi-structured interviews conducted online. Thematic analysis was employed to interpret the data collected from the interviews. The phenomenology of perception and the body by Merleau-Ponty was applied as a theoretical framework.Results: The teachers had positive perceptions of physical activity integrated into teaching; however, their practices varied slightly between individuals. Teachers had experienced several benefits within the phenomenon. In addition, there were some constraints experienced; however, those restricted teachers only to some extent from integrating physical activity into teaching. The teachers had a positive feeling of their already existing competence; however, all teachers were open to further knowledge and training.Conclusion: Most of the teachers have become aware of the effect of accomplishing learning by letting the students use the whole body to embodied knowledge. The results indicate the importance of teacher education to develop and cover the skills required from a teacher in integrating physical activity into teaching.
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RIBEIRO, THAIS DE SALES. "POLYEDRA ARCHIMEDES: AN ENRICHING STUDY FOR SPACE GEOMETRY CLASSES IN THE PUBLIC SCHOOLS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2015. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=26454@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO<br>COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>Este trabalho tem como eixo principal a inclusão do estudo dos Poliedros de Arquimedes, para complementar o conteúdo mínimo de geometria espacial, que é exigido para desenvolvimento desse conteúdo no ensino médio da rede publica de ensino. O trabalho foi desenvolvido de forma a valorizar o estudo de geometria, que apesar da sua extrema importância, vem perdendo espaço para a álgebra dentro do currículo mínimo, imposto pela Secretaria Estadual de Educação, e despertar no aluno o interesse pelo conteúdo a ser trabalhado. Dividido em três etapas, o desenvolvimento do trabalho iniciou-se com a planificação de poliedros, abrangendo o conceito de face, vértices e arestas, posições de reta e plano no espaço, construção de poliedros, poliedros regulares e semirregulares, visualização espacial, a relação de Euler e a demonstração do motivo pelo qual só existam cinco poliedros regulares. A utilização de recursos tecnológicos como ferramenta facilitadora no ensino, nesse primeiro momento, teve também como grande função, a busca da atenção e do interesse do aluno pelo conteúdo. A segunda e terceira etapas foram de exposição do trabalho desenvolvido, no primeiro momento, com intuito de, através da arte, expor de forma rápida e sucinta, quais são os poliedros de Platão, os Poliedros de Arquimedes e suas principais características, buscando alcançar um público além da sala de aula. Na terceira etapa, o aluno passa a ser o protagonista no desenvolvimento da oficina, que acontece simultaneamente à exposição do conteúdo através da arte.<br>The main axis of this work is the inclusion of the study of Polyhedra Archimedes to complement the minimum content of space geometry, which is required for the development of this subject in high school at public schools. The work was developed to enhance the study of geometry, that despite its extreme importance has been losing ground for algebra within the minimum curriculum, imposed by the State Department of Education, and awaken in the student interest in the content to be worked. Divided into three stages, the development of the work started with the planning of polyhedra, including the concept of face, vertices and edges, straight positions and plane in space, construction of polyhedra, regular polyhedra and semiregular, spatial visualization, the Euler relationship and the demonstration of why there are only five regular polyhedra. The use of technological resources as an enabling tool for teaching, this first time, also had a great function, the pursuit of attention and interest of the student for the content. The second and third stages were exhibition of work at first with a view to, through art, expose quickly and succinctly, what are the polyhedra of Plato, the Polyhedra of Archimedes and its main features, seeking to reach an audience beyond the classroom. In the third stage, the student becomes the protagonist in the development of the workshop, held concurrently with the exhibition s content through art.
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Jurgens, Eloise H. "Southern Appalachian Settlement Schools as Early Initiators of Integrated Services." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etd/2747.
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This historical-descriptive study examined Southern Appalachian settlement schools as early initiators of integrated health and social services with education from the 1900s through the 1970s. Three schools were studied: Hindman Settlement School (KY), Pine Mountain Settlement School (KY) and Crossnore School, Inc. (NC). The purpose of the study was to determine the type and extent of services provided, the relationship of the settlement schools with their respective county public school system, and the transfer, if any, of integrated services from the settlement schools to public schools as the public schools took over educational responsibilities once offered by the settlement schools. The conclusions of this study were that extensive integrated services were offered, changing in type over time, the relationship of the settlement schools with their respective county public school systems was, for the most part, cooperative and sometimes collaborative, and there was no transfer of integrated services from the settlement schools to the public schools. Instead, the settlement schools became an integrated service to the public schools. An additional finding was that Pine Mountain Settlement School engaged in a primitive form of privatization with the Harlan County Board of Education. Further, all three settlement schools, through the wide range of services offered, were builders of communities.
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EIRite, Kimberly Ann, Laura Ann Stanley, Randi Dawn Seligson, and Deborah Ann Trautner. "An integrated approach to teaching history in the middle schools." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1196.
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CHABOT, Timothée Pierre Jules. "From diversity to mixing? : socioeconomic homophily in French desegregated middle schools." Doctoral thesis, European University Institute, 2021. https://hdl.handle.net/1814/73517.
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Defence Date: 20 December 2021<br>Examining Board: Prof. Fabrizio Bernardi, (European University Institute); Prof. Agnès van Zanten, (CNRS / Sciences Po Paris); Prof. Arnout van De Rijt, (European University Institute); Prof. Pierre Mercklé, (ENS Lyon)<br>Socioeconomic mixing at school is often considered to be a desirable objective, as it would reduce academic inequalities and help pacify inter-group relations. For this reason, socioeconomic segregation, understood as the spatial distribution of students across different schools, has been extensively studied in educational sociology. However, the interactions among students in cases where schools are effectively diverse have been notably underexplored. Does spatial diversity imply relational mixing, or do students keep interacting with socioeconomically similar peers even in formally desegregated contexts? This raises the question of homophily, the principle by which relationships occur at a higher rate among similar individuals. In this dissertation, I study socioeconomic homophily among a cohort of 860 middle school students in four schools in France, followed during three years. Based on the statistical analysis of students’ friendship networks and on qualitative interviews, I examine the magnitude of this homophily, and try to disentangle the relational processes through which it emerges. In particular, I consider the respective roles of dispositional and contextual factors: to which extent are friendship pairings driven by internalized traits – preferences, tastes, ways of feeling and behaving –, and, on the contrary, by the constraints and incentives that the immediate environment exerts? Results suggest that there generally is socioeconomic homophily among adolescents, but that its magnitude drastically varies across schools. These differences are explained by a multiplicity of factors, as socioeconomic homophily emerges through the joint effect of several relational processes. Among these, the psychological tendency to search for socioeconomically similar friends only accounts for a minority of the total homophily; spatial constraints – such as classrooms and places of residence – and, most importantly, network and group mechanisms – notably transitivity –, play a key role as well. Finally, results hint at a strong variation in the local salience of socioeconomic attributes: depending on the context, youth’s socioeconomic origin can be made particularly visible, or on the contrary be “flattened” and minimized, which may in turn explain students’ propensity to base their friendship behaviors on this particular criteria.
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Li, Xian. "The changing nature of Chinese complementary schools in the UK." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/42429/.
Full textAbstract:
Chinese complementary schools (CCS) play a significant role in transmitting the Chinese language and culture to younger British Chinese generations. Existing research are largely set in Cantonese-dominant CCS, which have characterised long-established UK Chinese communities. However, the last five to ten years have witnessed a demographic change of UK Chinese population and Mandarin is replacing Cantonese as the lingua franca of UK Chinese communities. This research aims to explore the current practices in three CCS and to understand the impacts of UK Chinese demographic change on CCS. Data was collected using ethnographic observation, document collection and semi-structured interviews with teachers, parents and pupils. This research finds that CCS in UK are undergoing great changes, as Mandarin has been the preferred language in these schools, which has implications for the population and activities of these schools. Students’ backgrounds have been extremely diverse, but current resources, materials and expertise of CCS do not address the diversity. Issues and problems arise when regarding Mandarin as the Chinese heritage language of all students attending the schools. The role of CCS in participants’ identity construction is significant as CCS provide an intercultural space for them to reflect on their UK Chinese identities. This doctoral research hopes to provide in-depth insights into Mandarin teaching and learning in CCS and implications for policy makers and practitioners.
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Ando, Kimihito, and n/a. "Spoken communication and its assessment in large classes n upper secondary schools in Japan." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060601.151239.
Full textAbstract:
There is awareness and concern in Japan that
the process of teaching and learning English as a
foreign language in the school system does not produce
students who can communicate in the target language.
This is especially true of communication in the spoken
mode.
Attempts have been made to move towards more
communicative language teaching, despite constraints
such as large class size, compulsory use of
structurally-organized textbooks, and grammar-based
university entrance examinations. However, such
attempts do not seem to have been particularly
successful.
The purpose of this study is to suggest
modifications to the teaching of English in upper
secondary schools in Japan which could enable students
to develop their communicative competence and also to
consider implications for the assessment of spoken
communication.
Chapter I describes the scope and background of
the study.
Chapter II looks at the teaching of English in
upper secondary schools in Japan, discussing aspects
such as the place of English in the total school curriculum and constraints on the introduction of
spoken communicative activities.
Chapter III discusses the theory and practice of
the Communicative Approach to Language Teaching in the
English teaching context in Japan.
Chapter IV offers suggestions for incorporating
spoken communication in English lessons at upper
secondary school level.
In Chapter V, the problem of assessing oral
communicative performance is considered in practical
terms.
The final chapter highlights major constraints
and points to recent developments which may give an
impetus to a move towards more communicative teaching
of English as a foreign language in Japanese schools.
It is intended that this Study Report will
provide guidelines for the feasible introduction of
spoken communicative activities in large classes at
upper secondary level and that it will offer
practical suggestions for assessing students'
performance in such activities.
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Cerpa, Gómez Zandra. "Perspectives on an integrated curriculum approach in Andean schools in Peru." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30746.pdf.
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Bourke, Margaret, and n/a. "An exploratory study of children with learning difficulties in mainstream classes in ACT primary schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060609.143034.
Full textAbstract:
There were four aims identified for the study. Firstly,
to become familiar with current research concerning
children with learning difficulties in mainstream classes
in primary schools. Secondly, to ascertain teachers'
attitudes towards, and experience of, these children.
Thirdly, to interview a sample of children identified by
their teachers as performing in all academic areas at
least 18 months behind the rest of the class. The purpose
of the interview was to examine how they perceived their
performance in reading and mathematics compared with the
rest of the class, and to investigate their self-concepts.
The final aim was to gain an understanding of the nature
of the interaction between teachers and children with
learning difficulties by observing a small sample of
them, and a Control group, in class.
Field work was conducted in three A.C.T. primary
schools in 1984-85. The field work was divided into three
stages. In Stage 1 a sample of 30 teachers volunteered to
complete a questionnaire. In Stage 2 a sample of 30
children identified by their teachers as having learning
difficulties was interviewed. In Stage 3, 6 of the
previously identified children and 6 Control children
were observed in class.
Whilst the findings of these 3 stages of field work
can only be presented tentatively due to the small sample
sizes involved, there were some findings worthy of
comment. For example, many teachers indicated a lack
of pre-service training, or even in-service course attendance
which could have provided a background to teaching
children with learning difficulties.
The childrens' responses indicated that their perception
of their performance in reading compared with their
peers was that they were "enot as good as the rest of the
class."e However, for mathematics their perception was
that their performance was more in the middle of the
class. As a group their self-concept was low, as measured
on the Coopersmith Self Esteem Inventory. From the
observation it appeared that children with learning
difficulties were on-task as much as the Control children.
The teacher was twice as likely to interact with a child
with learning difficulties than with a Control child,
and the majority of these interactions were to impart
instructions.
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Mulligan, Thomas H. Lugg Elizabeth T. "The relationship between components of remedial intersession classes in year round schools and student outcomes." Normal, Ill. : Illinois State University, 2005. http://proquest.umi.com/pqdweb?index=0&did=1225103421&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1176474930&clientId=43838.
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Thesis (Ph. D.)--Illinois State University, 2005.<br>Title from title page screen, viewed on April 13, 2007. Dissertation Committee: Elizabeth Lugg (chair), Dianne Gardner, Joseph Pacha, John Rugutt. Includes bibliographical references (leaves 151-156) and abstract. Also available in print.
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Carta, Riccardo, and Marina Pulcri. "Teaching hearing impaired pupils in mainstream schools: perceived challenges and possibilities in three English classes." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28281.
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This work examines the situation of hearing impaired students in Swedish mainstream upper-secondary schools, with special focus on English classes. According to the Swedish Curriculum all students should be offered an equivalent education, based on participation and community within the public school system. Although students with a disability have the same right to receive a satisfactory education it is not yet clear how this will be achieved with students with a hearing impairment. The authors, through semi-structured interview, ask three teachers and two pupils about how they perceive their situation when teaching, respectively learning English. The qualitative study shows the difficulties in the integration process of the hearing impaired students, in particular the obstacles these students face when socializing with their peers and the shortage of sufficient assistive devices, as well as pedagogical and didactic support.
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Lundström, Marie. "Teaching English in Multilevel Classes : How do teachers at Swedish secondary schools face this challenge?" Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-41001.
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The aim of the study was to investigate how teachers of English in secondary schools experience the challenge of adapting their instruction to meet their students’ differences and needs as learners. Its ultimate purpose was to provide useful information for the development of English teaching and learning practices. As a means to achieve this, six active secondary school teachers of English, working at different schools located in Central Sweden, were interviewed. The method used to collect data was semi-structured interviews, rendering the study qualitative in nature. The concrete research questions posed were the following: What attitudes do the English teachers have towards ability grouping? How do the English teachers experience the challenge of instructing students with different needs as learners? The results indicated that there were rather divergent attitudes among the teachers towards ability grouping. Although, most participants could see that ability grouping would be advantageous in the sense that it would facilitate the teaching situation. A one-size-fits-all type of instruction seemed to be employed by most teachers in the study, where “tailoring” was used to adapt instruction. The study concluded that there were some teachers who seemed to face these challenges more effectively than others, which was also visible in the way they perceived their success in doing so.
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Pitman, Pamela S. "Learning Differences in E-Commerce I Online Classes in Public Secondary Schools in North Carolina." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1975.
Full textAbstract:
The purpose of this study was to measure differences in learning styles in an online E-Commerce I class in public secondary schools in North Carolina. Students' observations and achievements were evaluated by gender, grade level, course of study, online experience, and expected grade. This type of study could identify relationships between the online model and the four areas evaluated. This information may aid designers of online curricula as well as the teachers.
The literature review covered several topics including technology, online learning, gender-based education, learning styles, maturity, and expectations. Each topic was related to the success of students in an online environment.
This quantitative study was conducted using a survey-design method. The survey was designed using online survey software. Specifically, the survey concentrated on the differences and successes in an online class. With online education growing in popularity, educators need to evaluate the reasons behind success or failure.
Independent sample t tests and a one way ANOVA were used to determine the significance of each research question. The survey dealt with 3 different dimensions, the learning style dimension, the experience dimension, and the opinion dimension.
Findings showed significant differences in 2 areas, age and expected grade. The data showed a significant difference between juniors and seniors in all 3 dimensions of the survey. The findings also showed significant findings in all 3 dimensions of the survey in regard to expected grade. Recommendations for future research, conclusions, and recommendations for practice are also included.
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Amaireh, Saleem. "Teachers' attitudes towards the inclusion of children with special educational needs in Jordanian ordinary schools." Thesis, University of Nottingham, 2017. http://eprints.nottingham.ac.uk/44620/.
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The purpose of this study is to investigate the attitudes of teachers towards inclusive education in Jordanian ‘ordinary’ schools. The first phase of the project reports questionnaire data from 367 teachers. Attitudes are examined in terms of three components: their beliefs and knowledge, feelings and behaviour. The results of the questionnaire revealed that ordinary teachers in Jordan hold relatively neutral views towards inclusive education. Several variables are found which relate to teachers’ attitudes; including training, experience of inclusive education and the type of disability. The qualitative phase of the project involves a series of semi-structured interviews with nineteen teachers to explore their understanding, concerns and suggestions for improvement, regarding inclusive education. Findings suggest that although teachers are not against inclusion per se, they express concerns about implementation. Most teachers perceive they are unprepared and appear to need to be told ‘how to be’ inclusive. A number of recommendations are made, these include: promoting a more positive attitude towards inclusion amongst the teaching profession, improving pre- and- in service training and support, and extending the role of resource rooms as provision for children with SEN.
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Souza, Edilson de. "Diálogos entre Anísio Teixeira e Darcy Ribeiro: o projeto educacional de Brasília (1960) e o Programa Especial de Educaç ão - I PEE Rio de Janeiro (1980)." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6909.
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Fundação de Amparo à Pesquisa do Estado do Rio de Janeiro<br>O presente estudo analisa dois programas educacionais que se materializaram por meio das Escolas Classe/Escola Parque de Brasília e dos Centros Integrados de Educação Pública - CIEPs, no Rio de Janeiro. O primeiro, na década de 1960, mediante o Plano de Construções Escolares de Brasília, formulado por Anísio Teixeira, e o segundo, implementado na década de 1980, em conformidade com o Programa Especial de Educação - I PEE, proposto e executado por Darcy Ribeiro no Rio de Janeiro. No entrecruzamento dos projetos desses dois intelectuais, busco compreender as dissensões, imbricações e convergências dessas iniciativas e o seu legado para a política educacional. Para tanto, me apoio nas produções acadêmicas de dois Grupos de Pesquisa, que têm como objeto os programas educacionais implantados respectivamente, por Anísio e Darcy. Em Brasília, encontramos em seu acervo a memória dos pioneiros da experiência das Escolas Classe/Escola Parque no Distrito Federal, intitulando-se "Educação Básica Pública do Distrito Federal: Origens de um Projeto Inovador (1956-1964), PPGE/UnB, tendo como coordenadora a professora Eva Waisros Pereira. Na cidade do Rio de Janeiro, observamos estudos sobre os CIEPs, produzidos pelo Laboratório Educação e República LER/ProPEd/UERJ, sendo líder da pesquisa a professora Lia Faria. Ainda nessa investigação são consideradas as determinações e os investimentos pessoais e profissionais, tanto de Darcy Ribeiro como de Anísio Teixeira, intelectuais que assumiram a dimensão prática na produção das ideias, considerando a relação dessas ideias com o mundo. Ao recuperar as produções desses dois Grupos, desvelamos também os calorosos debates relacionados às diferentes concepções de educação Integral. A análise destaca o projeto educacional de nação a partir da escola pública em seu caráter republicano. A reflexão proposta visa contribuir, juntamente com as demais pesquisas já realizadas, com a temática da educação integral e da escola pública de horário integral - para a formulação de políticas públicas na área educacional. Nesse sentido, pretendo colaborar para o desenho de propostas governamentais, especialmente para o PNE 2011-2020, buscando valorizar os pesquisadores que nos antecedem em seus trabalhos<br>This study analyzes two educational programs that materialized through the Schools Class / School Park of Brasilia and Integrated Centres for Public Education - CIEPs, in Rio de Janeiro. The first in the 1960, through the School Construction Plan of Brasilia, formulated by Teixeira. And the second, implemented in 1980, in accordance with the Special Education Program - I PEE, proposed and implemented by Darcy Ribeiro in Rio de Janeiro. In the intersection of these two intellectual projects, aiming to understand the dissensions, overlaps and convergences of these initiatives and their legacy for educational policy. To that end, I support the academic productions from two research groups, whose object implanted educational programs respectively Anísio and Darcy. In Brasilia , found in its collection the memory of the pioneers of the experience of the Schools Class / School Park in Federal District , calling itself " Basic Public Education of the Federal District : Origins of an Innovative Project (1956-1964) " , PPGE / UNB , having as coordinator professor Eva Pereira Waisros . In the city of Rio de Janeiro observed studies on CIEPs, produced by Laboratory Education and Republic " READ / proped / UERJ, and research leader professor Lia Faria. Yet this investigation are considered determinations and personal and professional investments, both as Darcy Ribeiro Teixeira, intellectuals who took the practical dimension in the production of ideas, considering the relation of these ideas with the world. When retrieving the productions of these two groups also unveil the heated debates. related to the different conceptions of integral education the analysis highlights the educational project of nation from the public school in his Republican character reflection proposal seeks to contribute , along with other previous studies with the theme of integral education - . , and public school inte gral time - . towards the formulation of public policies in education Accordingly , intending to contribute to the design of government proposals , especially for the PNE 2011-2020 , seeking to add value to researchers in the preceding their jobs
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Yotsi, Melekeli. "Implementation of integrated quality management systems in selected schools, Cofimvaba education district." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1017551.
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This study evaluates the implementation of Integrated Quality Management System (IQMS) policy to improve the quality of teaching and learning at schools in the Cofimvaba Education District. IQMS involves the measurement and evaluation of teacher performance for developmental purposes and to reward the best performers in order to improve teaching. A qualitative research approach was adopted and data was collected using questionnaires distributed and retrieved from schools in order to determine educators’ experience of IQMS implementation. The data were then analysed using constant comparative methods. The findings indicate that most participants agreed with the objectives of the policy and felt that it should be retained to evaluate teacher performance for accountability purposes and improved teaching and learning results. The system has the potential to develop educators if is implemented honesty and as long as educators trust the evaluation processes to identify weaknesses and strengths. A key recommendation is that IQMS should be part of the school management team’s responsibilities, which must report quarterly on implementation.
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Mgijima, Khayakazi. "Integrated quality-management systems in selected schools : King William's Town Education District." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1018892.
Full textAbstract:
The Integrated Quality Management System is a national policy that was introduced in 2003 by the Department of Education – with the aim of improving the performance of educators in teaching and learning. The policy integrates three programmes, namely: Developmental Appraisal, Performance Management and Whole-School Evaluation, which ought to complement one another, and run concurrently. The introduction and implementation of the Integrated Quality Management System is based on the premise that the quality of education in South African Schools would improve if the processes of the policy were used to evaluate and reward educators, and to institute corrective measures where necessary. The aim of the study was to evaluate the implementation of the Integrated Quality Management System for improving the quality of teaching and learning in schools. The study focused on schools in the King William’s Town Education District. Qualitative and quantitative research approaches were used to elicit the perceptions of educators, Senior Management Teams and District coordinators, with regard to the implementation process of the policy in the local schools. The findings indicate that the Department of Education needs to improve the processes of educating the educators in the implementation of the Integrated Quality Management system – in order to increase the possibility of achieving the objectives of the policy.
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Croft, Alison Mary. "Pedagogy in school context : an intercultural study of the quality of learning, teaching and teacher education in lower primary classes in Southern Malawi." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249081.
Full textAbstract:
Calls to improve basic education, such as those made at the Dakar conference on 'Education for All' , now stress the need for increased quality and not only increased enrolment in education. Within primary education, many governments and donors suggest that teacher education to introduce new pedagogy will lead to this increased quality. Within the' school effectiveness' discourse dominant in international development, teacher education and qualified teachers are viewed as inputs to education. The quality of education is also narrowly defined by quantitative indicators. The thesis addresses the limitations of this perspective by looking in detail at the processes of education and educational reform. It also challenges the frequent reliance on universal recommendations on pedagogy that do not seem to take account of local contexts. The thesis raises several issues concerning the definition and development of appropriate pedagogy for rural lower primary classes in sub-Saharan Africa. The standard definition of learner-centred teaching is questioned by case studies of some experienced lower primary teachers and student teachers. These teachers work in challenging school conditions in Southern Malawi and the strategies they use within this context are described. The thesis suggests that indicators and interpretations of leamer-centred teaching that derive from Western cultures are not so relevant in Malawi, particularly in rural areas. Teachers' use of songs, and other aspects of oral culture, in their lessons show how they take account of the physical and socio-cultural context of the learners. The thesis argues for the need to broaden and localise conceptions of learner-centred education to take account of the cultural context. The strong focus on individual learners that has developed in individualistic Western societies is less useful in large classes in more collective cultures. Attention then turns to the processes that develop and define appropriate pedagogy for educational reform in countries struggling to include more children in formal schooling. The thesis argues that some teaching strategies that work well in these Malawian classrooms are omitted from, or even viewed negatively, in current teacher education reform in developing countries. The way different people's knowledge about pedagogy is used in Malawian teacher education programmes is described. Programmes with structures that allow local teacher knowledge to be shared and developed are contrasted with programmes that favour more universal prescriptions of the 'right way to teach'. The thesis concludes with a discussion of how intercultural analysis could help make explicit the assumptions and default decisions that are being made about pedagogy. Volet's work on pedagogical transfer is adapted to suggest a model of the dynamics of donor technical advice to teacher education reform in developing countries. This would enable the pedagogy of teacher education reform to take more account of local contexts, and hence make its contribution to improving teaching and learning in schools.
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Mogra, Imran. "Life histories of Muslim teachers in Birmingham primary schools." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/955/.
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The life histories of Muslim teachers in Birmingham schools have been collected in this research. This interpretive research involved a systematic gathering and analysis of data using semi-structured in-depth interviews. Thirteen primary school teachers voluntarily participated for this to happen. This thesis is about Muslim teachers. It focuses on those Muslims who have, in principle, succeeded in education, and are deemed to be opinion-makers, models and leaders. It explores their conceptions, the meanings and significance which they attach to their decisions, their experiences, and events in their professional and personal lives. It concentrates on their views about the recruitment of teachers from underrepresented communities, and highlights the role of spirituality in their life. It reveals their understanding of what it means to be a Muslim teacher in contemporary Britain, and describes their aspirations and sentiments about the future. Much of the research on teachers’ lives, careers and work has been viewed predominantly from the perspective of class, gender and race. This research concludes that the experiences of teachers are not entirely affected by these configurations. Through the exploration of the life histories of Muslim teachers this thesis suggests that the significance of faith in the lives of teachers should be added to this genre.
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Palmer, Amy. "Nursery schools or nursery classes? : an analysis of national and local policy in England 1918-1972." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/nursery-schools-or-nursery-classes-an-analysis-of-national-and-local-policy-in-england-19181972(e8c92d74-061b-4a34-a6e4-4e4a681d1461).html.
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This thesis makes a contribution to the study of education policy in England by analysing decisions taken by the Board of Education and its successor bodies from 1918 to 1972 concerning whether self-governing nursery schools or nursery classes attached to infant schools should be the preferred institution for pre-school education. It draws on documentary sources from Board/Ministry of Education files at the National Archives, from Local Authority records, and from the archives of other interested organisations, offering a qualitative analysis influenced by policy and decision-making theory. It argues that these decisions were determined both by fundamental beliefs about what nursery education was for, with schools seen as more suitable for promoting physical well-being and classes as better for easing transition to formal schooling, and by the fact that nursery education was a low political priority in which the limited resources made available were not sufficient for all children to experience the ideal. It demonstrates that the Board/Ministry operated largely as a policy making elite in this area, and neither the voices of the established policy network of educationalists nor marginalised constituencies such as working parents had a significant influence on the decisions. This exclusion militated against the successful implementation of policy. The thesis also analyses decisions made within four Local Education Authorities (LEAs): two which invested almost exclusively in nursery classes and two which established both schools and classes. These differences emerged prior to World War II and were caused by the varying values and beliefs of the education committees. Despite increased central control after the war, the established paths constrained new developments so that the original patterns largely persisted. Therefore, the local picture offers a small correction to the elitist model of policymaking as it demonstrates that some voices outside central government had an impact on the implementation process.
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Otienoh, Ruth Ombonya. "Improving teaching and learning in large classes in Kenyan primary schools : creating interaction opportunities for learners." Thesis, UCL Institute of Education (IOE), 2012. http://eprints.ioe.ac.uk/20000/.
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February, Alison Jane. "The teaching of critical thinking skills in grade three classes at three primary schools in Kuilsriver." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1898.
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Dissertation submitted in partial fulfilment of the requirements for the degree:
Master in Education
Faculty of Education
Cape Peninsula University of Technology, 2012<br>The change in focus of the curriculum policy statements since 1996 have caused many
teachers to feel abandoned and helpless in their pursuit of the objectives of the new
curriculum.
One of the issues that leads to this feeling of abandonment is that of critical thinking. A stated
objective of the new curriculum is that learners must be able to engage critically with their
environment. However, leading learners to be able to do this seems to be lacking. Classroom
practice currently, does not address this adequately and in many cases, the ability and capacity
to nurture a critical thinking classroom environment is absent.
The teachers who participated in this study recognised that in order for them to be more
successful in terms of the curriculum objectives, critical thinking as a core competency had to
be developed as a strategic imperative. They also recognised that viewing the child in their
class in isolation from their environment is fatally flawed. The child after all is a product of
his/her environment.
It is for this reason, that this study used the Productive Pedagogies as a basis for the research.
This approach was selected because of its comprehensive quality in terms of viewing the
development of the child holistically. The ability of the child to connect to his environment is
dependent on the capacity of the school as a forum to draw all of the threads together and then
to make meaning. The teachers on their own would not be able to do this without the help of
their institutions. The development of critical thinking must be recognised at the level of
management as a key classroom strategy that must be managed and supported. This would
imply that important curriculum discussions and decisions must be based on how the teaching
of these skills will be affected.
The significance of critical thinking and the weak systemic evaluation results prompted this
study to investigate whether the teaching of critical thinking skills is part of everyday
classroom practice. The instrument of the Productive Pedagogies for classroom observations
was used to obtain quantitative information. Interviews with the educators were also
conducted to add to the qualitative data.
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Garcia, Cortes Olga Mireya. "Teachers' and students' perceptions and use of code-switching in ESL classes in Quebec elementary schools." Doctoral thesis, Université Laval, 2016. http://hdl.handle.net/20.500.11794/27442.
Full textAbstract:
Adoptant une perspective sociolinguistique, cette étude a examiné les pratiques d’alternance des codes linguistiques chez cinq enseignants d’anglais langue seconde (ALS) du primaire 3ème cycle, dans des écoles francophones de la région de Québec. La recherche, qui a impliqué des études de cas, s’est centrée sur cinq questions : 1) le taux de français (L1) utilisé par les enseignants d’ALS; 2) les raisons pour lesquelles les enseignants ont utilisé la L1 dans leurs cours; 3) les points de vue des enseignants sur les facteurs qui ont influencé leur utilisation de la L1; 4) l’influence du choix de langue utilisée par les enseignants sur le choix de langue des élèves; 5) les perceptions des élèves sur leur propre utilisation des L1 et L2 ainsi que sur celle de leur enseignant. Les données ont été recueillies dans les classes à deux périodes d’observation au cours de l’année scolaire 2007-2008. Les données ont été obtenues à partir de quatre sources : les enregistrements vidéo des leçons observées, les rappels stimulés, un entretien final avec chaque enseignante et un questionnaire administré aux élèves. Les résultats suivants ressortent de cette recherche. D’abord, en contraste avec des études antérieures, celle-ci a opté pour une perspective de type emic dans laquelle on a demandé aux enseignantes d’identifier les raisons pour lesquelles elles utilisaient la langue première (L1), à partir des vidéo-clips de leurs leçons. Cette analyse fine a permis d’obtenir une compréhension plus nuancée de certaines raisons déjà invoquées dans les entretiens (ex : sauver du temps, fatigue, etc.), mais qui pourraient échapper à une analyse de type étic des leçons d’ALS. Entre autres, cette recherche a mis en évidence une stratégie non mentionnée auparavant dans d’autres études : c’est l’utilisation du time-out, qui remplissait une fonction de barrière symbolique pour préserver le caractère «anglais» de la classe d’ALS. Deuxièmement, cette étude étend la recherche à la variation individuelle d’usage de la L1 par les enseignants, peu fréquemment rapportée dans d’autres études. En contraste avec des études passées où la variation d’un enseignant à l’autre se limitait au facteur temps (Duff & Polio, 1990; Edstrom, 2006; Nagy, 2009a), cette étude-ci a exploré les raisons sous-jacentes à cette variation, contribuant du même coup à confirmer les résultats de quelques autres études (De la Campa & Nassaji, 2009; Rolin-Ianziti & Brownlie, 2002). Troisièmement, comme dans la recherche de Carless (2004), une enseignante de notre étude, Kora, se démarque des autres par le faible et constant taux d’utilisation de la L1 (moins de 1%). Elle vient appuyer ainsi l’assertion de ce chercheur sur le fait que les expériences, les croyances et les compétences des enseignants pourraient être un facteur plus significatif d’utilisation de la langue-cible que le niveau de compétence langagière des élèves. Le cas de Kora accrédite ces enseignants et chercheurs qui, à partir d’une perspective pédagogique (Carless, 2004b ; Chambers, 1991 ; Nagy, 2009a ; Turnbull, 2006), ont fait valoir le besoin de conscientiser davantage les enseignants sur les stratégies à leur portée pour augmenter l’usage de la langue cible dans la classe d’ALS. Quatrièmement, quant à l’influence qu’a le choix de langue des enseignants sur le choix de langue de leurs élèves, cette étude-ci élargit les résultats obtenus par Liu et al (2004) à un contexte culturel et scolaire très différent, soit l’enseignement de l’ALS dans le système scolaire francophone du Québec. Cinquièmement, comme les résultats du questionnaire le révèlent, malgré les niveaux relativement élevés d’utilisation de l’anglais dans leur cours, les élèves du primaire 3e cycle ne se sentent pas stressés outre mesure. Par contraste avec d’autres études centrées sur les perceptions des élèves face à l’utilisation de la L1 et de la L2 (Levine, 2003 ; Macaro & Lee, 2013 ; Rolin-Ianziti & Varshney, 2009), cette étude-ci a aussi examiné la perception des élèves sur l’utilisation de stratégies dans leurs classes. Les résultats ont montré que les élèves percevaient chez leurs enseignants le recours à des stratégies jusqu’à un certain degré, particulièrement en rapport avec l’usage d’éléments visuels. Cependant, ce qui a émergé plus fortement a été la perception des élèves sur leur propre utilisation de stratégies pour communiquer dans la langue cible. Finalement, d’un point de vue méthodologique, cette étude-ci apparaît comme la première à avoir analysé les pourcentages d’utilisation de l’anglais et du français à l’aide de procédés d’analyse de type digital. En effet, dans les études antérieures les chercheurs avaient recours au décompte des mots ou du temps avec un chronomètre - des procédés potentiellement plus exigeants et mange-temps. L’étude discute aussi des implications de la pratique d’alternance des codes linguistiques dans la salle de classe. De plus, elle apporte des suggestions quant à la recherche future.<br>Drawing on a sociolinguistic perspective, this study examined the code-switching practices of five elementary core ESL teachers (3rd cycle) in French-medium schools in the Québec City area. The study, which involved case studies, focused on five research questions: (1) the amount of French, the L1, used by the ESL teachers, (2) the reasons why the teachers used the L1 in their classes, (3) the teachers’ views concerning the factors that influenced their L1 use, (4) the influence of the teachers’ language choice on students’ language choice, (5) the students’ perceptions of their teachers and their own L1/L2 use. Data were collected over two different periods of observation in the teachers’ classrooms during the 2007-2008 academic year. Four main sources of data were obtained: videotaped recordings of the lessons observed, stimulated recalls, an end-of study interview with each teacher, and a student questionnaire. Amongst the findings, the following are of particular note. First, in contrast to past studies, the present study opted for an emic perspective in which teachers themselves were asked to identify the reasons for which they used the target language based on video clips of their lessons. This fine-grained analysis brought to light a more nuanced analysis notably with respect to certain reasons (e.g., saving time, fatigue) which, even if previously evoked in interviews, could elude inclusion in research etic-based analyses of lessons. Amongst other things, the present study brought to light one reason not previously mentioned in other studies, i.e., the use of time-outs which performed a symbolic boundary maintaining function to preserve the “Englishness” of the ESL classroom. Secondly, the present study extends research which has infrequently reported on individual variation amongst teachers with respect to L1 use within their own lessons. In contrast to past studies, where individual variation within teachers’ lessons has typically been confined to time (Duff & Polio, 1990; Edstrom, 2006; Nagy, 2009a), the present study contributes to those few studies (De la Campa & Nassaji, 2009; Rolin-Ianziti & Brownlie, 2002) which also pinpoint differences in the reasons for such variation amongst case study participants. Thirdly, as in Carless’ (2004) study, one teacher in the present study, Kora, stood out from the others in terms of having a consistently low rate of L1 use (less than 1%), thus thus underscoring his contention that the teacher’s experiences, beliefs and competencies may be a more significant factor in terms of target language use than the students’ level of language proficiency. The case of Kora lends credence to those teachers and researchers who have argued from a pedagogical perspective (Carless, 2004b; Chambers, 1991; Nagy, 2009a; Turnbull, 2006) for the need to enhance teachers’ awareness of the strategies which can be used to increase target language use in the second language classroom. Fourthly, with respect to the impact of the teacher's choice of language on that of the students', the present study extends Liu et al.’s (2004) findings through the analysis of a very different school cultural context involving ESL teaching in the French-medium school system within the province of Quebec. Fifthly, as revealed by the student questionnaire results, despite relatively high levels of English use in their classes, the Cycle 3 elementary grade students did not feel unduly stressed. In contrast to previous studies (Levine, 2003; Macaro & Lee, 2013; Rolin-Ianziti & Varshney, 2009) which have focused on students’ perceptions of teachers’ L1 and L2 use, the present study also examined the latter’s perception of strategy use within their classes. Results reveal that students perceived their teachers as using strategies to a certain degree, particularly in regard to the use of visuals. However, what emerged more strongly was students’ perception of themselves as using strategies to communicate in the target language. Finally, from a methodological point of view, this study appears to be the first to have analyzed percentages for the use of English and French using digital editing features. In past studies, researchers have typically resorted to word counts or timing with a stopwatch, procedures which can be more onerous and time-consuming. Implications for code-switching practices in the classroom as well as suggestions for future research are also discussed.
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Russell, Clare. "More than Mrs. Robinson : citizenship schools in Lowcountry South Carolina and Savannah, Georgia, 1957-1970." Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/11865/.
Full textAbstract:
The first “citizenship school” (a literacy class that taught adults to read and write in order that they could register to vote) was established by Highlander Folk School of Monteagle, Tennessee on Johns Island, South Carolina in 1957. Within three years, the schools were extended across the neighboring Sea Islands, to mainland Charleston and to Savannah, Georgia. In 1961, after Highlander faced legal challenges to its future, it transferred the schools to the fledgling Southern Christian Leadership Conference (SCLC), who extended the program across the South. Historians have made far-reaching claims for the successes and benefits of the schools. For example, they claim that they recruited inexperienced but committed people and raised them to the status of community leaders; that they encouraged civic cooperation and political activism and formed the “foundation on which the civil rights movement” was built and they argue that the schools were an unprecedented opportunity for women to develop as activists and as leaders. Yet, they base these claims on certain myths about the schools: that the first teacher Bernice Robinson was an inexperienced and uneducated teacher, that her class was a blueprint for similar ones and that Highlander bequeathed its educational philosophy to the SCLC program. They make claims about female participation without analyzing the gender composition of classes. This dissertation challenges these assumptions by comparing and contrasting programs established in Lowcountry South Carolina and in Savannah. It argues that not only was Robinson more skilled and better educated than historians have assumed, but that she was not typical of early teachers. On the Sea Islands, teachers tended to be established community leaders, such as ministers. In Savannah, they were young college students involved in direct action spaces. It analyzes the gender composition of classes, the gendered nature of the spaces in which classes were taught, and the different models of black masculinity (based on class, location and generational identity) that the schools emulated. It argues that while Robinson may have been influenced by Highlander philosophy, the educational materials used in classes indicate that the schools drew more on Septima Clark’s experience of African American educational history than on Highlander’s ethos of education for social change. Local variations, including gender, class, location and age, also shaped teaching curricula. Finally, it examines the reasons for the schools’ failure in the mid to late 1960s. Far from fading away because they became superfluous after the 1965 Voting Rights Act, the schools failed both because of factors at the administrative level (disorganization, mismanagement and gender conflict) and at the local (conflict between generations and local groups.)
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Yeh, Chung-Yang. "Public-private pension mix in East Asia : an integrated political economic explanation." Thesis, University of Southampton, 2014. https://eprints.soton.ac.uk/372487/.
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Phahlamohlaka, Teuns. "Challenges of inclusive education in multicultural public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60972.
Full textAbstract:
After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits.
The South African public schools' educators are tasked with the responsibility of ensuring that all learners with different educational needs are taught in a regular classroom. Providing teaching to multicultural classes requires positive experiences and support of inclusive schooling. The purpose of the study is to establish the challenges of teaching inclusive education in a multicultural class in the Gauteng Province public primary schools. This study used a qualitative research approach where participants were interviewed using one-on-one semi structured interviews and probes for clarity and depth. Data was analyzed inductively so as to use the results of the analysis as basis for subsequent data collection through follow up interviews.
Ten (10) post level one educators from five multicultural primary schools managing challenges of inclusive education (Foundation Phase and Intermediate Phase) were purposively sampled. Official documents like the White Paper 6 (2001) on the rights of learners with educational needs, and the South African Schools Act (1996) were analyzed to get information on how educators should go about teaching inclusive education to multicultural classes. The findings of the study will contribute to the knowledge base on the management of challenges of inclusive education in multicultural public primary schools about the support structures required and may also inform policy makers.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Education Management and Policy Studies<br>MEd<br>Unrestricted
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CHING, SHIH-HUI, and 施惠靜. "A study of integrated curriculum implemented by gifted classes in elementary schools." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/66844411587462393860.
Full textAbstract:
碩士<br>國立臺中教育大學<br>特殊教育與輔助科技研究所<br>94<br>A study of integrated curriculum implemented
by gifted classes in elementary schools
Abstract
The purposes of this study were to (1) analyze the current status of the curriculum and instruction, teachers’ qualifications and teaching environment of the integrated curriculum implemented by gifted classes in elementary schools; (2) to compare the differences of the curriculum and instruction, teachers’ qualifications and teaching environment between self- contained and pull-out program in elementary schools.
A questionnaire designed by the researcher and titled as “A questionnaire of the status quo of the integrated curriculum implemented by gifted classes in elementary schools.” was administered to 195 qualified teachers of elementary gifted classes from the north, central and south of Taiwan, including 55 from the self-contained gifted classes and 140 from the pull-out gifted classes.
The major findings of this study were as the following:
I. The current status of the integrated curriculum implemented by gifted classes in elementary schools
1. The integrated curriculum implemented by gifted classes was designed interdisciplinarily and based on students’ interest. Teachers evaluated students’ performance according to their products and homework. The main pressure came from the pacing and time.
2. Teachers’ knowledge base for the integrated curriculum was adequate to the job and could increase the interests and achieve the expected learning performance. Also the teachers’ attitude was very active, when they encountered difficulties during integrating curriculum they would ask for help from colleagues.
3. The school administration could support the relative hardware and equipment, but seldom afforded resources and assistance during the progress of integrating curriculum. The gifted children’s parents highly supported the integrated curriculum. They could arrange cooperative activities during parent-teacher association and planned funds to support teaching. The most important parts to improve were the integration of community resources was not so well, schools’ activities were hard to combined with the community’s activities, people from the community knew few of the integrated curriculum and school-based curriculum.
II. The differences of the integrated curriculum implemented between the self-contained and pull-out gifted classes:
1. There were significant differences in the models of the integrated curriculum, people’s planning, the course issue, the resource of the teaching material, the evaluation and the difficulties of implementation between the self- contained and pull-out gifted classes. There were more difficulties on the curriculum and insruction design expressed by the teachers of the pull-out classes than the the teachers of the self-contained classes.
2. Due to the identical qualified background, there was no significant difference in both of the the knowledge base and teaching attitude between the teachers of the self-contained classes and pull-out classes.
3. There was no significant difference in “support of school administration” and “the integration of community’s resource” between the self-contained and pull-out gifted classes in the integrated curriculum. However, the support from the parents in the pull-out classes was significantly more than the the self- contained classes .
Based on the above research findings, some suggestions for gifted education and future studies were made.
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Lee, Lin-Sheng, and 李仁盛. "A study of comparing the integrated curriculum on science and technology domain applied between regular classes and gifted classes in elementary schools." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/75089130598811686139.
Full textAbstract:
碩士<br>國立臺中教育大學<br>特殊教育與輔助科技研究所<br>94<br>A study of comparing the integrated curriculum on science and technology domain applied between regular classes and gifted classes in elementary schools.
Abstract
This research used the integrated curriculum on science and technology domain applied in elementary schools to be the investigating and analyzing topic. It compared the differences of curriculum and teaching methods applied by the teachers from general gifted classes and general classes based on the three dimensions of “curriculum and teaching design”, “teachers’ qualifications” and “teaching environment” of the integrated curriculum.
The research tool was the questionnaire designed by the researcher and titled as “A questionnaire of the status quo of the integrated curriculum on science and technology applied in elementary schools”. Science and technology teachers from the schools with general gifted classes in Taiwan were taken as the survey targets. The study was designed by a cross-sectional method. Samples were 410 teachers from the north, central and south Taiwan. A total of 344 valid responses were collected, representing a response rate of 83.90%. The results and conclusions of this research were as follows:
One: The status quo of the integrated curriculum on science and technology applied in elementary schools
1. Science and technology teachers in elementary schools can accept the concept of the integrated curriculum generally and most of them adopt this curriculum to teach students.
2. Both “teachers’ professional background” and “teachers’ teaching attitude” of the science and technology teachers meet the goals and spirits of integrated curriculum.
3. Although the three parts of the teaching environment: “resource from school administration”, “parents’ attitude of support” and “integration of community resource” were got attention by teachers generally, but did not achieve the degree of teachers’ satisfaction.
Second: The comparison of the status quo of the integrated curriculum on science and technology applied between gifted classes and regular classes in elementary schools.
1. As the status quo of the implementation of the integrated curriculum in elementary schools, both teachers from gifted and regular classes use the same method.
2. As the cognition of the integrated curriculum on science and technology in elementary schools, teachers from gifted classes can accept more concepts of the integrated curriculum than teachers from regular classes.
Based on the results, we came up with the relative suggestions for reference of schools, teachers of relative arias and future researchers.
Key words: science-and-technology domain, integrated curriculum, gifted class
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Harrisunker, Nita. "The perceptions of teachers, pupils, and parents regarding discipline in newly-integrated Lenasia schools." Thesis, 2014.
Find full text
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Fei-Yun, Chan, and 詹斐雲. "A Study on the Recreational Experiences of Environmental Education through Technology-Integrated-Teaching Classes in the Elementary School." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/25352594157016368611.
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Chang, Hungta, and 張宏達. "Implementing the Student After-school Learning Management System by Integrated Cloud Technology - a Case Study of Elementary Regular Classes." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/40287027442713301823.
Full textAbstract:
碩士<br>亞洲大學<br>資訊工程學系碩士在職專班<br>100<br>ABSTRACT
This study proposes a ubiquitous learning management system architecture for after-school students to change the traditional teaching of the education delivery, which allows students at any time, anywhere by using mobile devices or computers to
through Internet to cloud where after-school students can automatically obtain digital teaching curriculum and secondary textbooks and other teaching resources provided by the management system. Thus, students will obtain the individual tailor-made learning programs or learning progress planning, etc., to create personalized ubiquitous learning, and expect to improve the current traditional teaching issues caused by different students’ degrees of the learning gap, and busy parents to keep track of student learning conditions. The system architecture cloud computing, a back-end development technologies, can be used to design a set of after-school learning system to import digital learning courses co-existed in the database so that learners accept that required teaching service in real time.
In 21st century, the evolution of the modern computer and network technology has progressed to the wireless network technology and 4G telecommunications network. Mobile internet once again breaks through human initiative for people to be able anywhere to surf web pages, or engage in related work by the sophistication of information technology under the government's deployment. Since "Cloud" saves a lot of equipment costs, its scope of application is more extensive and flexible, it si necessary for education learning to be integrated with Cloud through Internet.
Abstract Keywords: clouds, education learning, mobile Internet
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KUO, LEE-CHUN, and 郭麗君. "The effects of physical games integrated into physical education classes on the physical fitness of children in elementary school." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/k92tzf.
Full textAbstract:
碩士<br>臺北市立大學<br>體育學系體育教學碩士學位班<br>107<br>The effects of physical games integrated into physical education classes on the physical fitness of children in elementary school
Lee-Chun Kuo
University of Taipei
Abstrsct
This research goal is for the purpose of using 8 week physical education time, divides into the schoolchild the experimental group (physical ability game to integrate sports curriculum teaching) and the control group (traditional sports curriculum teaching) two groups, discusses its curriculum to the country young schoolchild body suitable to be able the influence, and compares training result two kind of curriculum.This research the MCES 5th class schoolchild will divide into the experimental group (physical ability game to integrate sports curriculum teaching, male 11, female 12, altogether 23) and the control group (traditional sports curriculum teaching, male 10, female 12, altogether 22) two groups, will amount to 45 named objects of study, the test procedure will be use the Ministry of Education sports bureau to subscribe decide the body suitably to be able to examine the standard for the examination method.The body suitable can examine the project to include: Body Mass Index,BMI (BMI), Flexibility, Anaerobic Power, Muscular Strength and Endurance, Cardiovascular endurance.The data processing 12.0 statistics coverall software carries on the statistical analysis using SPSS for the Window.Each group of bodies suitable can around measure the result carries on the analysis by the independent sample t examination, each group of group inner body suitable can around measure the result pairs the sample t examination to carry on the statistical analysis, the remarkable standard subscribes for α=.05.Obtains following analysis result:
1.There was no significant difference in the homogeneity test between males and girls in the experimental group and the control group.
2. The experimental group and the control group of male and female in the sitting posture forward bend, standing long jump, sit-ups, cardiopulmonary fitness four physical fitness after the difference test has significant differences.
3. The experimental group of male and female in the sitting posture forward bend, standing long jump, sit-ups, cardiopulmonary fitness four physical fitness before and after the difference test has significant differences.
4. There was no significant difference in the difference between the physical and fitness tests of male and female in the control group.
Keywords: physical games, physical fitness
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Chen, Yi-cheng, and 陳怡甄. "The Study of the Satisfaction and Needs from the Integrate Classes Teachers in Elementary Schools of Taitung County for the Itinerant Teachers." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/f6p434.
Full textAbstract:
碩士<br>國立臺東大學<br>特殊教育學系碩士班<br>98<br>The purpose of study was to learn the satisfaction and needs from the teachers who were in the integrate classes in Elementary Schools of Taitung County for the itinerant teachers service. The major purposes of this study were as follow: A, to realize the states of the needs from the disabled students who were in the integrate classes for the itinerant teachers
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Mazomba, Manalandile Abel. "The role of developmental support groups (DSG's) in implementing integrated quality management system (IQMS) in selected secondary schools in Libode circuit 3." Diss., 2013. http://hdl.handle.net/10500/19010.
Full textAbstract:
The purpose of this study was to examine the role played by Development Support
Groups (DSGs) in implementing the Integrated Quality Management System (IQMS) in
the secondary schools of Circuit 03 of Libode district of Eastern Cape Province.
The scope of research was restricted to three secondary schools in circuit 03. The
research methodology was qualitative in which multiple case study strategy was
employed. The sampling strategy was purposive sampling and it included principals,
educators serving in DSG and educators who have been evaluated in the previous
years. Data were collected through semi-structured interviews to get information from
principals. Questionnaires with open ended questions were used to obtain information
from educators serving in DSGs and educators who have been evaluated in the
previous years.
The findings of this study were that; the DSGs did not receive training that specifically
explained their role. Timing is a problem in evaluation of educators as it is performed in
the fourth term when educators are busy preparing for final examinations and planning
for the next coming year. The infrastructure condition cripples the performance of DSGs.
The interpretation of evaluation instruments for educators poses a challenge to DSGs.
The awarding of scores by DSGs tends to be more subjective. DSGs mainly have to use
their discretion in awarding scores.
Analysis of information received from participants indicated that the role of DSGs in
implementing IQMS could be improved with intensive training of DSGs on IQMS.
Summative evaluation of educators has to be conducted in the third term as many
activities take place in the fourth term. Learner performance has also to be a deciding
factor in awarding educator scores. Subject advisors should form part of DSGs. This
research is likely to benefit school principals, policy makers, educators and IQMS
coordinators as it provides clarity on the role of DSGs in implementing IQMS.<br>Educational Management and Leadership<br>M. Ed. (Educational Leadership and Management)
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Wei, Ruey-Ling, and 魏瑞齡. "Integrated Reading-Writing Instruction through Storytime in EFL Classes." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/14380181346626055982.
Full textAbstract:
碩士<br>南台科技大學<br>應用英語系<br>93<br>Abstract
The purpose of the study is to investigate if an integrated reading-writing instruction through storytime with picture books benefits elementary school students in the English as a Foreign Language (EFL) setting in Taiwan. The study uses a qualitative dominant approach. Subjects of the study are 48 fourth grade students at an elementary school in Tainan. The instructor’s field notes, reflective notes, students' works, questionnaires, and oral interviews are the main sources of data.
According to the analysis of the data, the results of the study are enclosed as follows.
1. Students have a positive attitude toward the storytime.
2. The supplementary storytime model of twenty minutes a week is feasible in Taiwanese EFL elementary school setting.
3. All fifteen activities done during the semester are well accepted by students.
The final part of the study includes the conclusions and recommendations for related educational staffs, and for future researches.
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Chou, Po-Dar, and 周柏達. "A Comparison Study of Fraction Performances between Constructivist Classes and Traditional Classes in Elementary Schools." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/11019607244775171317.
Full textAbstract:
碩士<br>臺北市立師範學院<br>國民教育研究所<br>87<br>A Comparison Study of Fraction Performances between Constructivist Classes and Traditional Classes in Elementary Schools.
Po-Dar Chou
Abstract
The main purpose of this study was to compare the differences between constructivist classes and traditional classes in fraction performance.
The study was completed in two stages. During the first stage, a paper-pencil test was administered to both of the groups in order to compare their performances on fraction. Two groups of sixth grade students were sampled for the study. Group A received innovative instructions from grade one to grade six. They use innovative textbooks and their instructions were generally compatible with constructivist theory. A total of 386 students were sampled from group A. Group B received traditional instructions and they use current-published textbooks. A total of 435 students were sampled from group B.
During the second stage, an individual interview was conducted to12 students from each group to explore the strategies when they solved fraction word problems.
The major findings of the study were as follows:
1. Group A was superior to Group B in conceptual understanding of fraction and fraction word problems, but no significant difference was found in fraction computational skill between the two groups.
2. The low achievement students of Group A were superior to the same level students of Group B in conceptual understanding of fraction, fraction computational skill, and routine fraction word problems, but no significant differences was found in non-routine fraction word problems between the two groups.
3. The middle achievement students of Group A were superior to the same level students of Group B in conceptual understanding of fraction and routine fraction word problems, but no significant differences was found in fraction computational skill and non-routine fraction word problems between the two groups.
4. The high achievement students of Group A were superior to the same level students of Group B in conceptual understanding of fraction, non-routine and routine fraction word problems, but no significant difference was found in fraction computational skill between the two groups.
5. The algorithms used by Group A were less efficient than Group B when they approached fraction arithmetic problems.
6. Group A created fewer errors than Group B in fraction algorithm, when they approached fraction addition, subtraction, and equivalence problems. Group A created more errors than Group B in whole numbers algorithm, when they approached fraction subtraction problems.
7. Both of the two groups used key words to solve word problems. Usually both of the groups used different strategies to solve word problems if they used more than one strategy. The strategies used by Group A seemed to be more meaningful than those used by Group B.